Flynt/Cooter Comprehensive Reading Inventory, The

Robert B. Cooter, Jr. currently serves as Dean of the Annsley Frazier Thornton School of Education and Ursuline Endowed Chair of Teacher Education at Bellarmine University in Louisville, Kentucky. Author of numerous books and articles on reading instruction, his primary research focuses on the improvement of literacy instruction for children living at the poverty level. From 2006—2011 Cooter was co-editor of The Reading Teacher, the world’s largest circulation refereed journal for literacy educators (International Reading Association). Dr. Cooter previously served as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX). In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter received the national Urban Impact Award from the Council of Great City Schools. His latest work involves the implementation of a new Ph.D. program at Bellarmine University focused on developing “change agents” interested in improving education outcomes for children living in poverty circumstances. E. Sutton Flynt currently serves as Professor of Literacy Education and Director of Teacher Education at the University of Memphis. Dr. Flynt has almost 40 years of teaching experience as a classroom teacher in the public schools, university professor, university department chairperson, and dean of a college of education. He has consulted with school districts in eight different states and served on state departments of education task forces in Louisiana, Kansas, and Tennessee. Dr. Flynt has numerous professional publications in his areas of interest primarily focusing on literacy assessment, pre-service teacher preparation, and content area reading instruction. In 2007—2008 he coauthored a featured column on content literacy in The Reading Teacher. He has frequently presented scholarly works at such professional venues as the World Congress on Reading, the Annual Conference of the International Reading Association, the American Educational Research Association, and the Society for Research on Educational Effectiveness. Professor Flynt’s most recent research has focused on empirically determining the efficacy of Response to Intervention (RTI) Tier II commercial materials on the literacy achievement of K—2 students in urban and rural school districts. Kathleen Spencer Cooter is Professor of Early Childhood/Special Education and School Leadership at Bellarmine University in Louisville Kentucky. Previous to fall 2008, she was Associate Professor of Special Education at the University of Memphis. In addition she served as outreach coordinator for the New Teacher Center, an exciting project working in conjunction with the Memphis City Schools to enhance teacher retention in urban schools. Professor Cooter also served as principal investigator for the Tennessee Early Intervention System (TEIS) serving the needs of children of over 3,000 families in West Tennessee. Prior to joining the Special Education faculty at the University of Memphis, Dr. Cooter and a group of parents and committed community and university leaders raised some $3 million and founded the Texas Christian University RISE School, now known as Kinderfrogs, a special school serving the needs of infants with Down syndrome. In October of 2001, Dr. Cooter received the “Employer of the Year Award” from the Fort Worth business community for her successes in employing adults with Down syndrome as staff members at the TCU RISE School. Together with Starpoint School, a special school for students having learning disabilities, Cooter directed the teaching and research activities of both TCU’s laboratory schools. Upon her leaving in December 2003, TCU announced that a new wing would be added to Starpoint School as a gift from a grateful benefactor and named in her honor. For two decades Professor Cooter worked as a teacher and administrator in both private and public schools serving children with special learning needs. As a teacher, Dr. Cooter worked primarily with special education students in preschool, elementary, middle and high school settings. Kathy was honored as a Texas Teacher of the Year in her role as a special education professional. For more than fifteen years Kathleen Cooter has developed and served as the lead professor in a popular course for practicing school leaders known as the Principals’ Fellowship in Texas, Tennessee and Kentucky. This program has been credited with helping to turn around low performing schools’ in the areas of reading and writing.

Preface

SECTION I. OVERVIEW OF THE CRI-2 TESTS

The Interest Inventory

Reading Attitude Survey: Elementary Grades (K–5)

Concepts of Print Assessment

Phonemic Awareness and Other “Alphabetics” Assessment Tests

Phonemic Awareness Tests (PAT)

Initial Consonant Sounds Test

Phonemic Segmentation Test

Blending Sounds Test

Letter Naming Test

Phonics and Decoding Tests

Phonics Test (PT)

Oral Reading and Analysis of Miscues

Vocabulary Assessment: The High Frequency Word Knowledge Survey

Comprehension Assessment

Fluency Assessment (and Norms Table)

After testing, then What?

Section II. CRI-2 Administration procedures

The CRI-2 Assessment Process

Using the Instructional PDToolkit to Get Acquainted with the CRI-2

ADMINISTERING AND SCORING THE CRI-2

Administration Procedures: Graded Sentences for Initial Passage Selection

The Preprimer (PP) and Primer (P) Passages

Reading Passages: Narrative and Expository (Forms A–D)

General Procedures

Specific Procedures

Part I: Silent Reading Comprehension

Part II: Oral Reading and Analysis of Miscues

Miscue Grid: Error Types

Miscue Grid: Analysis of Miscues

Fluency: Determining Reading Rate

Part III: Miscue Analysis

Part IV: Listening Comprehension (Optional)

Completing the Student Summary

Part I: Student Interview

Part II: “Alphabetics” and Vocabulary Knowledge

Part III: Reading Comprehension, Fluency, and Oral Reading Assessments

Part IV: Instructional Implications (IF – THEN Analyses)

Part V: Student’s Intervention History

Pre- and Post-testing

Setting Intervention Goals in Tiers

Classroom Accommodations

Response to Intervention (RtI) Using the CRI-2

IES Recommendations

Tier 1 Interventions: Translating Assessment Data Into Classroom Lesson Plans

IF – THEN Thinking: Selecting Appropriate Intervention Strategies

Instructions for Using The Comprehensive Reading Inventory—ESPAÑOL version (CRI: Español)

REFERENCES

SECTION III

THE COMPREHENSIVE READING INVENTORY – 2nd edition (CRI-2)

Preliminary Assessments

Interest Inventory

Reading Attitude Survey – Elementary Grades (K–5)

Concepts of Print Assessment

Alphabetics Assessments

Phonemic Awareness Tests (PAT)

Letter Naming Test

Phonics Test

Vocabulary Assessments

Form A

Narrative Reading Passages

Sentences for Initial Passage Selection

Narrative Reading Passages

Level PP: The Accident

Level P: Let’s Go Swimming

Level 1: You Cannot Fly!

Level 2: The Pig and the Snake

Level 3: The Big Bad Wolf

Level 4: New Clothes

Level 5: Hot Shoes

Level 6: Mountain Fire

Level 7: The Canoe Trip

Level 8: The Eagle

Level 9: The Case of Angela Violet

Examiner’s Assessment Protocols

Level PP: The Accident

Level P: Let’s Go Swimming

Level 1: You Cannot Fly!

Level 2: The Pig and the Snake

Level 3: The Big Bad Wolf

Level 4: New Clothes

Level 5: Hot Shoes

Level 6: Mountain Fire

Level 7: The Canoe Trip

Level 8: The Eagle

Level 9: The Case of Angela Violet

Form B

Narrative Reading Passages

Sentences for Initial Passage Selection

Narrative Reading Passages

Level PP: Eyes in My Closet

Level P: The T-Ball Game

Level 1: Birthday at the Zoo

Level 2: Mary’s New Bike

Level 3: Bedtime

Level 4: A Different Time

Level 5: Afternoon Walk

Level 6: Laser Boy

Level 7: The Paper Route

Level 8: Riley and Leonard

Level 9: The Long Night

Examiner’s Assessment Protocols

Level PP: Eyes in My Closet

Level P: The T-Ball Game

Level 1: Birthday at the Zoo

Level 2: Mary’s New Bike

Level 3: Bedtime

Level 4: A Different Time

Level 5: Afternoon Walk

Level 6: Laser Boy

Level 7: The Paper Route

Level 8: Riley and Leonard

Level 9: The Long Night

Form C

Expository Reading Passages

Sentences for Initial Passage Selection

Expository Reading Passages

Level 1: Bears

Level 2: The Night Sky

Level 3: Flying Flowers

Level 4: The Story of Coca-Cola

Level 5: Popcorn

Level 6: Cooking Without Fire: The Microwave Oven

Level 7: Diamonds

Level 8: The Future Is Here

Level 9: Visual Illusions

Examiner’s Assessment Protocols

Level 1: Bears

Level 2: The Night Sky

Level 3: Flying Flowers

Level 4: The Story of Coca-Cola

Level 5: Popcorn

Level 6: Cooking Without Fire: The Microwave Oven

Level 7: Diamonds

Level 8: The Future Is Here

Level 9: Visual Illusions

Form D

Expository Reading Passages

Sentences for Initial Passage Selection

Expository Reading Passages

Level 1: Animal Friends

Level 2: Making Pictures Is Art

Level 3: The History of Books

Level 4: Mountain Man

Level 5: Music of Mexico

Level 6: Jesse Owens

Level 7: Nails: A Carpenter’s “Fastener”

Level 8: The Environments of Africa

Level 9: The Mathematics of Health

Examiner’s Assessment Protocols

Level 1: Animal Friends

Level 2: Making Pictures Is Art

Level 3: The History of Books

Level 4: Mountain Man

Level 5: Music of Mexico

Level 6: Jesse Owens

Level 7: Nails: A Carpenter’s “Fastener”

Level 8: The Environments of Africa

Level 9: The Mathematics of Health

Appendix :

Student Summary Forms

references

About the Authors

RESOURCES FOUND ON THE PDToolkit

Guidelines for Administering CRI-2

Track 1: An Overview of the Comprehensive Reading Inventory (CRI)

Track 2: How to Administer & Score the CRI

Track 3: Basic Teacher Preparations to Administer the CRI Effectively

Track 4: Comments Regarding the Administration of Procedures

Track 5: Interest Attitude Interview: Primary Form with Darryl

Track 6: Interest Inventory Analysis

Track 7: Explanation of Alphabetics Tests

Track 8: Phonemic Awareness Tests/Initial Consonant Sound Tests: An Oddity Task with Darryl

Track 9: Analysis of the Initial Consonants Sounds Test with Darryl

Track 10: Explanation of the Blending Sounds Test

Track 11: Phonemic Awareness Tests/Blending Sounds Test Part A: Onsets and Rhymes with Darryl

Track 12: Phonemic Awareness Tests/Blending Sounds Test Part B: Blending Individual Sounds with Darryl

Track 13: Analysis of the Blending Sounds Tests

Track 14: Explanation of the Phonemic Segmentation Test

Track 15: Phonemic Awareness Tests/Phonemic Segmentation Test with Darryl

Track 16: Analysis of the Phonemic Segmentation Test

Track 17: Explanation of the Letter Naming Test

Track 18: Letter Naming Test with Darryl

Track 19: Analysis of Letter Naming Test

Track 20: Explanation of the Phonics Quick Test

Track 21: Phonics Quick Test: Nonsense Words with Darryl

Track 22: Analysis of the Phonics Quick Test

Track 23: Explanation of the Vocabulary Assessment

Track 24: High Frequency Word Knowledge Survey with Darryl

Track 25: Analysis of High Frequency Word Knowledge Survey

Track 26: Introduction of Use of Graded Sentences for Initial Passage Selection

Track 27: Using Graded Sentences with Darryl

Track 28: Analysis of Sentences for Initial Passage Selection

Track 29: Silent Reading Comprehension: Retelling of the Story for Level 3 Big Bad Wolf (Form A) with Darryl

Track 30: Oral Reading and Analysis of Miscues for of Level 3 Big Bad Wolf (Form A) with Darryl (Fluency)

Track 31: Analysis of Silent Reading Comprehension (Level 3, Form A) and Oral Reading and Analysis of Miscues

Track 32: Silent Reading Comprehension: Retelling of the Story for Level 4 New Clothes (Form A) with Darryl

Track 33: Oral Reading and Analysis of Miscues for Level 4 New Clothes (Form A) with Darryl (Fluency)

Track 34: Analysis of Silent Reading Comprehension (Level 4 New Clothes, Form A) and Oral Reading and Analysis of Miscues

Track 35: Silent Reading Comprehension: Retelling of the Story for Level 5, Hot Shoes (Form A) with Darryl

Track 36: Oral Reading and Analysis of Miscues for Level 5, Hot Shoes (Form A) with Darryl

Track 37: Analysis of Silent Reading Comprehension (Level 5, Hot Shoes), Oral Reading, Analysis of Miscues and Closing

CRI: Español

Introduction

Entrevista de Interés y Actitud (Interest/Attitude Interview): Primary Form

Entrevista de Interés y Actitud (Interest/Attitude Interview): Upper Level Form

Forma A

Sentences for Initial Passage Selection

Narrative Passages

Nivel PP: El accidente

Nivel P: Vamos a nadar

Nivel 1: ¡No puedes volar!

Nivel 2: El cerdito y la serpiente

Nivel 3: El lobo grandey feroz

Nivel 4: Ropa nueva

Nivel 5: Los zapatos de moda

Nivel 6: Un fuego en la montaña

Nivel 7: Un viaje en canoa

Nivel 8: El águila

Nivel 9: El caso de Karina Gómez

Examiner’s Assessment Protocols

Nivel PP: El accidente

Nivel P: Vamos a nadar

Nivel 1: !No puedes volar!

Nivel 2: El cerdito y la serpiente

Nivel 3: El lobo grandey feroz

Nivel 4: Ropa nueva

Nivel 5: Los zapatos de moda

Nivel 6: Un fuego en la montaña

Nivel 7: Un viaje en canoa

Nivel 8: El águila

Nivel 9: El caso de Karina Gómez

Forma B

Sentences for Initial Passage Selection

Narrative Passages

Nivel PP: Ojos en mi armaria

Nivel P: Beisbol

Nivel 1: Mi cumpleaños en el zoológico

Nivel 2: La bicicleta nueva de María

Nivel 3: Hora de dormir

Nivel 4: En otra época

Nivel 5: Un paseo por la tarde

Nivel 6: Niño láser

Nivel 7: La entrega de periódicos

Nivel 8: Ramón y Leonardo

Nivel 9: Una larga noche

Examiner’s Assessment Protocols

Nivel PP: Ojos en mi armaria

Nivel P: Beisbol

Nivel 1: Mi cumpleaños en el zoológico

Nivel 2: La bicicleta nueva de María

Nivel 3: Hora de dormir

Nivel 4: En otra época

Nivel 5: Un paseo por la tarde

Nivel 6: Niño láser

Nivel 7: La entrega de periódicos

Nivel 8: Ramón y Leonardo

Nivel 9: Una larga noche

Forma C

Sentences For Initial Passage Selection

Expository Passages

Nivel 1: Osos

Nivel 2: El cielo nocturno

Nivel 3: Flores voladoras

Nivel 4: La historia de la Coca-Cola

Nivel 5: Palomitas

Nivel 6: Cocinando sin fuego: El micro-ondas

Nivel 7: Diamantes

Nivel 8: Va está aquí el futuro

Nivel 9: Ilusiones visuales

Examiner’s assessment protocols

Nivel 1: Osos

Nivel 2: El cielo nocturno

Nivel 3: Flores voladoras

Nivel 4: La historia de la Coca-Cola

Nivel 5: Palomitas

Nivel 6: Cocinando sin fuego: El micro-ondas

Nivel 7: Diamantes

Nivel 8: Va está aquí el futuro

Nivel 9: Ilusiones visuales

Forma D

Expository Passages

Nivel 10: Altoparlantes estereofónicos

Nivel 11: Cambio de apariencia

Nivel 12: Comunicaciones de fibra óptica

Examiner’s Assessment Protocols

Nivel 10: Altoparlantes estereofónicos

Nivel 11: Cambio de apariencia

Nivel 12: Comunicaciones de fibra óptica

Additional Resources

Form E Levels 10–12 (English)

Expository Passages

Level 10: Stereo Speakers

Level 11: Changing the Way We Look

Level 12: Fiber Optic Communications

Examiner’s Assessment Protocols

Level 10: Stereo Speakers

Level 11: Changing the Way We Look

Level 12: Fiber Optic Communications

INTEREST INVENTORY—ENGLISH VERSION

High Frequency Word Cards

Guidelines for Marking Miscues

Miscue Grid

MISCUE ANALYSIS SUMMARY

Selected Common Miscues and Intervention Strategies

Selected Books for Guided Reading: Reading Level Translations

Student Summary Form